The Effect of Music on Exercise Intensity among Children with Autism Spectrum Disorder: A Pilot Study.

Ashley Woodman,Yumiko Mori,Rebecca Golden,John Maina,Emily Breviglia,Hannah Wisniewski

doi:10.3390/jcm7030038

Ashley Woodman, Yumiko Mori + Show 4 more

Open Access

https://doi.org/10.3390/jcm7030038

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Abstract

Children with autism spectrum disorder (ASD) are at risk for obesity, commonly have sleep disorders, and exhibit stereotypic behaviors that disrupt their learning. Vigorous levels of exercise have been shown to ameliorate these issues in children with ASD, but little research exists to provide techniques for motivating children with ASD to engage in exercise. The present study examined the effect of music on exercise intensity in a group of 13 elementary school students with ASD. Data were collected across six days during structured (e.g., verbal and physical prompts) and unstructured (e.g., minimal prompting) exercise periods. During these exercise periods, three music conditions were randomized: no music, slow-tempo music, and fast-tempo music. Exercise intensity, measured in Metabolic Equivalent of Tasks by triaxial accelerometers, was greatest during the structured exercise periods and during the slow music condition. Student characteristics moderated the impact of music condition on exercise intensity, such that students with high levels of adaptive behavior or lower levels of maladaptive behavior displayed greater exercise intensity during the fast music condition.

Highlights

Occurring in approximately 1 in 68 children in the United States [1], autism spectrum disorder (ASD)is a developmental disorder marked by deficits in social interaction and the presence of restricted, repetitive patterns of behavior, interests, and activities [2]
The present study aims to examine the impact of music on exercise intensity among children with ASD during structured and unstructured exercise periods
To address the second research question about potential moderators of this relationship, the analyses described above were repeated with student characteristics as covariates

Summary

Introduction

Is a developmental disorder marked by deficits in social interaction and the presence of restricted, repetitive patterns of behavior, interests, and activities [2]. Restricted, repetitive behavior, interests, and activities may include stereotyped motor movements, insistence on sameness, highly limited interests, and hyper- or hypo-reactivity to sensory input [2]. Many individuals with ASD require significant social and educational support throughout their lives [3]. Along with these core symptoms, people with ASD may experience problems with balance, gait, postural stability, joint flexibility, and movement speed [4]. Motor impairments are considered “associated” rather than “core” symptoms in individuals with ASD.

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